| | November 20209CIOReviewrevolutionized through educational technology innovations. In earlier days, we simply acknowledged that a student was watching a video. Now, we can embed questions into the video viewing itself, track student engagement with the material and monitor both embedded quizzes and discussions related to the video. Even more sophisticated technology can track eye movement on web pages. There has been equally enormous potential in efforts to apply artificial intelligence to learning. Combined with the robust data gathering and analysis mentioned above, we can do much to create a successful learning journey for all learners. For example, Penn State World Campus built a virtual assistant based on Google Cloud that uses AI to automate responses to routine student queries. Other schools have developed and use virtual agents, leveraging artificial intelligence and fine data points that are collected at each point in the student learning journey. This has opened up the possibility of more targeted and earlier interventions for student learning through the use of alerts and nudges, both human and machine. Recent studies have shown that the majority of students who received early alerts and nudges found them to be very or extremely useful. Even more encouraging are some of the efforts taking place nationally at scale. By way of example, the Unizin Consortium, a nonprofit organization of fourteen higher education institutions, including Rutgers University, Indiana University, the University of Wisconsin, and the University of Michigan, are collaborating with data products and services, like the Unizin Data Platform (UDP), a data warehouse built on Google Cloud. These services will include data marts, real-time event processing, and APIs in service of research, learning analytics, application development, and business intelligence. The UDP allows instructors to pool data in order to improve feedback to students and improve construction of learning objects and activities. These data analytics, combined with new technology-based interventions, implemented by a number of the leading research universities in the country, holds great promise for a positive paradigm shift for learners.These developments open up other possibilities to benefit learners across the lifespan, like using AI for content creation and working to achieve the dream of individualized instruction for all learners. In this dream, the uniqueness of each learner is not seen as a barrier, but is celebrated, supported and extended. This approach recognizes that each learner has unique cognitive development, social-emotional capacities, and personal backgrounds that they bring to each learning experience. To use technology to create a personalized learning pathway for each learner, built on a vision for success for each learner is truly exciting. There are efforts to encourage, incentivize and move technology companies, inventors and entrepreneurs in this direction of universal success for all through individualized pathways. One example in this arena is the Learner Variability Product Certification, created and tested to identify what product design features, tools, and support would help learners and teachers clearly understand whether a specific educational technology product can meet their needs. While learner variability is not fully defined nor is a definition universally accepted, most would agree that it includes strategies like giving learners the opportunity to choose certain aspects of their learning experience. Educational technology products designed with learner variability in mind are more likely to support the broad range of a learner's strengths and challenges that can vary in different contexts and that create multiple opportunities for differentiation. So, back to my opening question. How do we know that a teaching and learning experience has been effective, especially in these pandemic days when nearly everything is in an online format? We can begin by taking advantage of all of the new educational technology developments that give us insight and information to analyze, tools to create personalized learning and a feedback loop towards continuous improvement. And we can do our part in building for a future where every learner is recognized, valued, supported and set on a path for success. Dr. Richard J. Novak
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